@article{oai:kumadai.repo.nii.ac.jp:00028754,
 author = {松信, 浩二 and Matsunobu, Koji and 松信, 浩二 and Matsunobu, Koji},
 journal = {熊本大学教育学部紀要},
 month = {Dec},
 note = {application/pdf, 論文(Article), The focus of the present paper is the works of Harry Broudy and Leo Tolstoy, whose views of art are aligned with the formalist theory of art. Although they provide substantially different views on art and do not simply belong to the formalist group, their ideas about art, when compared to that of John Dewey, might shed light on the underpinning of aesthetic education today. Both Broudy and Tolstoy regard art as an autonomous entity and see students as beholders/
listeners rather than artists/performers. Their position legitimizes and appropriates the formulation of art appreciation curricula. Conversely, Dewey sees students as active players of social and cultural roles in creating meaning in their experiences. Dewey’s theory of experience promotes the transformative perception of the arts that allows students to renew their everyday experiences. Our decisions about the practice of aesthetic education vary depending on the philosophical position we take.},
 pages = {221--227},
 title = {Three Underpinning Views of Aesthetic Education : Broudy, Tolstoy, and Dewey},
 volume = {63},
 year = {2014},
 yomi = {マツノブ, コウジ and マツノブ, コウジ}
}